Vol. 5, No. 6, June 2024

E-ISSN: 2723-6692

P-ISSN: 2723-6595

http://jiss.publikasiindonesia.id/

Jurnal Indonesia Sosial Sains, Vol. 5, No. 6, June 2024 1284

Classroom Management in Industrial Settings and Industry-

World of Work (IDUKA) in Enhancing Student Competence

Rusti Wulaningsih, Ahmad Yani T

Universitas Tanjung Pura, Indonesia

Email: F2171231019@student.untan.ac.id, dr.ahmad.yan[email protected]m

Correspondence: F2171231019@student.untan.ac.id

KEYWORDS

ABSTRACT

Industrial Class Management;

Work Indusrty; Student

Competence

This research uses a qualitative approach with a case study method

with techniques through observation, interviews, and

documentation. The results of the study show that: 1) planning

aspects have been carried out according to the conditions and

abilities of the vocational school concerned, 2) programs in the

implementation of cooperation have entered the criteria, 3)

Expertise Competency Test (UKK) as a way of evaluation, students

pass get skill competency certificate, and deserves to be distributed

to work at IDUKA through the Vocational Special Job Exchange, 4)

The problems faced are the unpreparedness of students to enter

IDUKA, lack of student competence in productive fields, not

seriousness of IDUKA, lack of funds for learning quality

improvement programs, facilities and infrastructure that is not in

accordance with IDUKA, as well as fees for guest teachers. Efforts

made to deal with the problem are increasing teacher competence,

mutually beneficial cooperation, building trust with IDUKA, and

seeking donors from IDUKA. The conclusion of this study is that the

management of industrial class SMK and IDUKA in improving

student competence has been carried out in accordance with the

provisions of standard operating procedures for industrial class

management, in its implementation, it is very supportive of

increasing student competence, although it is still not optimal due to

limited support resources, both human resources and other

resources. The need to build and improve collaboration with IDUKA

is an absolute necessity for vocational high schools in improving

student competence.

Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

1. Introduction

The development of the world of education in Indonesia cannot be separated from the influence

of global developments where science and technology are developing rapidly, the era of the free

market is also a challenge for the world of Indonesian education (Akrim, 2022; Meliani et al., 2022),

because there are opportunities for educational institutions and educators from foreign countries to

enter Indonesia, to face the global market, the national education policy must be able to improve the

quality of education, both academic and non-academic (Fadhil & Sabic-El-Rayess, 2021; Saodah et al.,

2020), improve education management to be more productive and efficient and provide the widest

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access for the community to get education, one of the educational paths at the secondary level is

vocational education. The important role of Vocational Secondary Education (PMK) in producing

graduates who are skilled and in accordance with their fields is still a serious concern of the

government and stakeholders related to FMD graduate users (Supeni et al., 2021; Vandeweyer et al.,

2020). According to Law Number 20 of 2003 article 15, concerning the National Education System,

that "Vocational education is secondary education that prepares students, especially to work in

certain fields” (Hasibuan et al., 2022). PMK is expected to produce graduates who are able to win the

challenges of competition in the field of national labor and face the challenges of globalization, namely

education that is oriented to IDUKA or industry with an emphasis on a learning approach and

supported by good education management (Sudirjo et al., 2023).

The implementation of vocational education at this time in its development is still experiencing

several obstacles in producing quality human resources, so that developments are needed in

improving the competence and competitiveness of human resources, Permenperin Number 03/M-

IND/PER/1/2017 concerning the coaching and development of competency-based vocational high

schools that link and match with industry (Garnadi et al., 2022). The government continues to

synchronize the curriculum with the needs of the business world (Ahmed & Saberi, 2024; Akbar et

al., 2020), In addition, that quality can be improved through close cooperation and developing

competencies that are needed today, vocational schools need to be revitalized, but cannot be done at

once, currently the absorption of vocational school graduates is still not optimal when compared to

the needs of IDUKA which is caused by vocational school graduates who still do not meet the

competency standards of the ready-to-use industrial world, the causes are: a) vocational school

graduates who have not met the competency standards of the ready-to-use industrial world; b) the

components of the formation of quality students are constrained by the ability of teaching staff who

are still lacking, where to produce quality students must start from the ability of teachers who have

high competence; c) Inadequate learning infrastructure to support the learning and teaching process,

in addition to that, all are inseparable from IDUKA's seriousness to assist vocational schools in

synchronizing the curriculum and trainings for vocational teachers; d) The curriculum

synchronization has not been properly arranged; e) IDUKA has not fully implemented the

memorandum of agreement in the MoU; f) The teacher internship program has not been

implemented.

The industrial class program is a program to procure special classes in the school environment,

this class is managed jointly between the school and IDUKA (Roesminingsih et al., 2022). From the

joint management model/system, a new learning climate will be created that ensures the quality of

student education (Albelbısı & Yusop, 2019; Noprika et al., 2020), this program is allegedly the most

optimal program in improving the quality of education in schools, because IDUKA also participates in

KBM (Teaching and Learning Activities) in the classroom. SMK Negeri 1 Sungai Raya Kubu Raya

Regency has a cooperative relationship with IDUKA to seek breakthroughs in an effort to prepare and

improve the quality of its graduates who have competencies in accordance with standards and hope

to get greater opportunities to work directly at IDUKA, SMK Negeri 1 Sungai Raya Kubu Raya Regency

conducts a cooperative relationship including with PT. Indofood CBP Sukses Makmur West

Kalimantan on the competence of Agritechnology Agricultural Product Processing and the

competence of Visual Communication Design in collaboration with Mujahidin TV Pontianak.

Graduates of SMK Negeri 1 Sungai Raya, Kubu Raya Regency in 2022/2023 for the competence of

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Agritechnology Agricultural Product Processing expertise are mostly estimated to have worked but

are not known for sure because many graduates have not been recorded because some get jobs

directly accepted at IDUKA who collaborate and some work outside the school cooperation industrial

class program.

2. Materials and Methods

This study uses a qualitative approach with a case study method, because this research is to

describe social activities. This is in line with the opinion (Tamrin, 2021) qualitative research is

research that aims to describe and analyze phenomena, events, social activities, attitudes, beliefs,

perceptions, thoughts of people individually and in groups, this research was carried out in two

schools, namely SMK Negeri 1 Sungai Raya, Kubu Raya Regency which is the subject of the research

is the principal, vice principal for curriculum, vice principal for industrial relations, and the head of

expertise competence, in this study to obtain the data needed it is necessary to use data collection

techniques, namely Observation, Interview, and Documentary, data collection instruments as a

reference in data collection are arranged in the form of data collection grids and research questions.

3. Result and Discussion

Industrial class planning of Vocational High Schools (SMK) and IDUKA in improving student

competence at SMK Negeri 1 Sungai Raya, Kubu Raya Regency.

The Principal of SMK Negeri 1 Sungai Raya, Kubu Raya Regency stated that the purpose of the

collaboration between Vocational High School (SMK) and IDUKA is to improve the quality of

vocational education to be in accordance with the expectations of schools and industries and to

produce students or graduates who have the ability and life skills to compete. IDUKA as a user and at

the same time trains the workforce to be skilled, both produce human beings who have professional

abilities and skills, teachers in schools provide general and basic vocational subject matter while

IDUKA provides a real field, and we can know the development of technology in IDUKA. The planning

of the vocational high school industrial class with IDUKA is prepared jointly between the relevant

parties, before carrying out the vocational and IDUKA industrial class program, the Principal must

make a plan between the Principal, the Vice President of Curriculum and the head of the expertise

competency to determine the needs and cooperation strategies that will be implemented, in the

preparation of this planning the Principal is open to receiving input from various parties before

deciding on the cooperation plan Next. The preparation of the industrial class program implemented

in vocational high schools (SMK) is a collaborative program between education and training

programs, so that in compiling this work program, a work team consisting of the principal, the deputy

head of industrial relations, the deputy head of curriculum, the head of expertise competence and the

school committee.

Stages of implementing industrial class management of Vocational High Schools (SMK) with

IDUKA in improving student competence at SMK Negeri 1 Sungai Raya, Kubu Raya Regency

The organizing process can be shown by three procedural steps, namely: (1) Detailing all the

work that must be carried out to achieve the organization's goals, (2) The division of the total

workload into activities that can logically be carried out by one person, the division of labor should

not be too heavy so that it cannot be completed, (3) The procurement and development of a

mechanism to coordinate the work of the members of the organization into a single unit in harmony

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and harmony. The organization of vocational high school industrial classes and IDUKA is carried out

directly by the principal which is then continued together with the deputy head of the hubind field in

the school, then carried out by forming a working group (Pokja), namely the Vocational Industrial

Class Working Group (Pokja KI) and the Special Job Exchange Working Group, where the two working

groups are under the responsibility of the deputy head of the field of industrial relations, this team

collaborates with IDUKA for the smooth implementation of cooperation. The real results of the

implementation of industrial classes are very many both for students and for schools, with industrial

classes students have vocational skills and are able to compete and are ready to enter the world of

work, this is shown by the absorption of students in IDUKA, while for schools the benefits are very

many because they help schools produce students who have abilities that are relevant to market

needs, Helping schools to implement a curriculum that is in accordance with market needs and also

helping in the distribution of graduates. The results of the teacher internship program have been felt,

that the results obtained in collaboration with the teacher internship program, there is an

improvement in teachers' abilities in accordance with needs, so that in providing learning material

delivered up to date, teachers become more creative in providing learning because they have seen

firsthand the conditions in the field so that the application is easier because more has been produced,

What we really see is the increase in the competence of the teachers themselves, so with competent

teachers, it is expected to produce competent students as well. The real results of the school's

industrial class program and IDUKA so far have made a huge contribution to the school because it

improves the quality of learning at school with guest teachers and teacher internships, besides that

students are more ready to participate in industrial classes because they use a curriculum that has

been synchronized or validated that is adjusted to market needs, In addition, many students are

absorbed by IDUKA because of the BKK (Special Job Exchange) in collaboration with IDUKA.

Evaluation of industrial classes of Vocational High Schools (SMK) and IDUKA in improving

student competence at SMK Negeri 1 Sungai Raya, Kubu Raya Regency.

The form of evaluation activities carried out is a Competency Test carried out jointly between

the school and IDUKA which is followed by a certification process, for students who are declared

competent, they will be given an expertise competency certificate. Students who have been declared

competent and have received competency recognition in the form of a certificate of expertise

competence should be distributed to IDUKA by the Special Job Exchange through graduate

recruitment activities, this is in line with the statement of the principal of SMK Negeri 1 Sungai Raya

Kubu Raya Regency, that the first strategy implemented is recruitment carried out by IDUKA at school

through BKK, the second is by directly fostering students as prospective workers.

Problems faced and improvement efforts in the development of the Vocational High School

(SMK) industrial class program with IDUKA in improving student competence at SMK Negeri

1 Sungai Raya, Kubu Raya Regency.

Teachers who have high competence are needed to improve student competence but the

problem faced today is the lack of teacher competence, vocational teachers are required to have

abilities that are able to produce graduates who are ready to use but most vocational teachers are not

people who have vocational skills but more normative abilities, teachers are still very lacking because

teachers are not from IDUKA, So that in improving the competence of the teacher apprenticeship

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program or guest teachers is needed to overcome this problem. Another problem is the limitation of

school facilities and infrastructure, because the practicum place in the school should be conditioned

or equated with more advanced facilities in IDUKA so that students have skills that are in accordance

with market needs. The problems faced in the management of school industrial classes and IDUKA

are from the school management, the most important problem is time due to time constraints,

especially the deputy head of industrial relations who is in charge of collaborating with IDUKA, the

term pick-up ball that is in charge of establishing cooperation with IDUKA which partners with school

management to make an MoU, while the deputy head of industrial relations itself must teach in

schools, do school administration tasks, this is one of the obstacles to cooperation management

cannot develop optimally in addition to the problems of funds for the supporting facilities of

cooperation itself, while from the side of IDUKA is constrained because it does not want to sign an

MoU cooperation after reading the draft binding agreement so that IDUKA supports the graduate

distribution program by accommodating graduates who have made an MoU with IDUKA itself in

accordance with the competence of experts, besides that also when the industrial class of students is

not placed in accordance with their competence, this is clearly a violation of the MoU agreement, this

is one of the reasons why the cooperative relationship does not go well. The problem that exists in

the industrial class program is the lack of seriousness of IDUKA in implementing the cooperation

program, as for other problems that are often encountered by students in industrial classes, usually

not a few students are unable to adapt to the conditions of the work environment. Every school

program is always faced with various problems so that the principal must determine efforts that can

overcome the problems faced so that the goal of school cooperation with IDUKA can be achieved.

Overcoming the existing problems, the school has made efforts, namely improving the competence of

teachers, the school as an education provider has had training/training and apprenticeship activities,

both internally from within the school itself by bringing in resource persons such as from IDUKA,

teachers out (externally) to participate in training outside the school, to enrich and absorb various

competencies that can add and improve the quality of learning. Equip facilities and infrastructure in

schools that can add/improve teacher competence by budgeting in the RKAS.

The planning of the industrial class of SMK and IDUKA is prepared jointly between related

parties, before collaborating with IDUKA, the Principal must make a plan between the Principal, the

Vice President of Curriculum and the head of expertise competencies to determine the needs and

strategies of cooperation to be implemented, in the preparation of this plan the Principal is open to

receiving input from various parties before deciding on the next cooperation plan. Programs carried

out in industrial classes at Vocational High Schools (SMK) and IDUKA include: 1) Work Practice

Program at IDUKA; 2) Curriculum Synchronization; and 3) Training programs/internship/guest

teacher programs. The implementation of industrial classes as stated in the vocational school

curriculum regarding the implementation of industrial classes which is carried out for 3 months, was

explained by the principal that this industrial class provides a lot of benefits for schools, teachers, and

students, of course because the industrial classes that are carried out can provide provisions for

students to enter the market with this fierce competition. Industrial classes have a positive impact

on students in the formation of a high work ethic, have the discipline needed by the world of work

and are able to develop themselves.

In the implementation of curriculum synchronization preparation activities, IDUKA has been

willing to cooperate to provide inputs to the existing curriculum, so that the curriculum remains up

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to date and able to produce students who have competencies in accordance with market needs,

although IDUKA's involvement is not fully because in curriculum synchronization, the school must

not go out of the existing spectrum. The implementation of school industry classes and IDUKA in

curriculum synchronization that is able to adapt to market needs is by adding and entering into the

group of vocational subjects in schools, then guest teachers, IDUKA are invited to schools to provide

teaching programs that are in curriculum synchronization and are not delivered by vocational school

teachers, because the material is new / up to date that teachers do not have, It is the guest teacher

who must provide it. The real results of the implementation of industrial classes are very many both

for students and for schools, with industrial classes students have vocational skills and are able to

compete and are ready to enter the world of work, this is shown by the absorption of students in

IDUKA, while for schools the benefits are very many because they help schools produce students who

have abilities that are relevant to market needs, Helping schools to implement a curriculum that is in

accordance with market needs and also helping in the distribution of graduates. The vocational and

IDUKA industrial classes are carried out with great potential to become a more professional

partnership and not just to seek profits but rather to develop students to become human beings who

have life skills and provide sufficient provisions when students graduate later in accordance with the

goals of vocational education, namely as an educational institution that has a mission to prepare a

middle-level workforce that is able to act as a superior tool for industries in Indonesia in the face of

global competition, school cooperation activities with IDUKA, the school always tries to establish

good cooperation with IDUKA and expand cooperation with IDUKA and always tries to make

innovations that never stop to expand the network, this is the strength that the school has in an effort

to improve student competence. Conducting quality assurance and the quality of graduates in

maximizing their graduates, the evaluation function in management must be carried out as a tool to

measure the success of a program, the form of evaluation activities carried out is a skill competency

test.

The Skills Competency Test (UKK) is an assessment held specifically for vocational school

students to measure the achievement of student competencies equivalent to qualifications at level 2

(two) or 3 (three) in the Indonesian National Work Competency Standards (SKKNI). SKKNI is a

formulation of work ability that includes aspects of knowledge, skills, and work attitudes that are

relevant to the implementation of duties and position requirements set in accordance with the

provisions of applicable laws, UKK is carried out at the end of the study period by a Professional

Certification Institute or an accredited educational unit with IDUKA partners. The results of UKK for

students will be an indicator of the achievement of graduate competency standards, while for

stakeholders, the results of UKK will be used as a source of information on the competencies

possessed by prospective workers. In the expertise competency test, IDUKA requirements have

collaborated with vocational high schools and have contributed to the development of the school,

including guest teachers or involved in vocational school curriculum synchronization activities or as

a place for field work practice.

These existing problems are weaknesses of the management of the industrial class of vocational

schools and IDUKA which can hinder the industrial class program itself and also affect the quality of

learning in schools, the weakness of schools is that they do not have bargaining power that can bind

IDUKA to implement the memorandum of agreement that has been agreed. The vocational high school

and IDUKA industrial classes that are implemented are only limited to mutually beneficial

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cooperation without having a strong commitment to creating quality human resources through

vocational education, every school program is always faced with various problems so that the

principal must determine strategic steps and efforts that can overcome the problems faced so that the

goals of the school and IDUKA industrial classes can be achieved. Schools as education providers have

had training/training and apprenticeships, both internally from within the school itself by bringing

in resource persons such as from IDUKA, teachers who come out (externally) to participate in training

outside the school, to enrich and absorb various competencies that can add and improve the quality

of learning. Equip facilities and infrastructure in schools that can add/improve teacher competence

by estimating in the RKAS. Efforts to improve the quality of learning by bringing in guest teachers

from IDUKA who have signed an MoU with the school, other efforts made by the school are the teacher

internship program, carried out by increasing cooperation with IDUKA to be able to improve the

teacher internship program so that it can improve the quality of learning. Efforts to overcome IDUKA's

lack of seriousness in establishing school partnerships, so that IDUKA is not only limited to the

learning process and industrial classes but this collaboration is also in graduate marketing, an effort

to overcome the inadequacy of absorption of vocational school graduates in IDUKA by optimizing the

existence of BKK as a bridge for the distribution of vocational school graduates.

4. Conclusion

The planning carried out in the management of the industrial class of the vocational high school

(SMK) Negeri 1 Sungai Raya, Kubu Raya Regency with IDUKA in improving student competence,

shows that the aspects of the planning have been carried out in accordance with the operational

standards of the industrial class management procedures and the capabilities of the vocational school

concerned. The implementation carried out in the management of vocational high school (SMK) and

IDUKA industrial classes in improving student competence has been included in the criteria for

programs in the implementation of cooperation. The evaluation carried out in the management of

vocational high school (SMK) and IDUKA industrial classes in improving student competence, is in

accordance with the procedures set by the skill competency test (UKK), students who are declared to

have passed get a certificate of competency as a form of written recognition, and it is appropriate for

students who get a certificate of competency to be distributed to work at IDUKA through the Special

Job Exchange (BKK) of SMK. The problems faced are the unpreparedness of students to enter IDUKA,

the lack of student competence in the field of productive expertise, the lack of seriousness of IDUKA

to accommodate vocational school students and the lack of funds to support programs to improve the

quality of learning such as education/training/apprenticeship, the completeness of facilities and

infrastructure in accordance with the equipment used by IDUKA, as well as the cost of bringing in

guest teachers.

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